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The aim of this study is to investigate the relationship between psychological symptoms and self-esteem of students from Turkish and Turkic Societies who are studying in Turkey. The study has a survey research design. The study group consists of 207 university students from Turkish and Turkic Societies (23 females and 184 males). For data collection two instruments were used. The first was a "Self-Esteem Scale" which was developed by Arıcak (1999). The second instrument was a Psychological Symptoms Checklist (SCL-90-R) developed by Derogatis and Cleary (1977). Turkish validity and reliability studies of the checklist were conducted by a variety of researchers (Tufan, 1987; Kiliç,1987; Dağ, 1991; Vergili and Ebru, 1998). The research results indicate a negative correlation between self-esteem and somatisation, anxiety, obsession, depression, interpersonal sensitivity, paranoid thinking, anger, phobic and general symptoms index of students from Turkish and Turkic Societies. Psychological symptoms of students from Turkish and Turkic Societies significantly explained their self-esteem. Moreover, anger, obsession and psychotic symptoms, respectively, were important predictors of self-esteem. The research results revealed that almost 50% of these students showed psychological symptoms at various levels. [ABSTRACT FROM AUTHOR]

In this research, the effects of emotional intelligence on the academic procrastination and locus of control tendencies of a group of university students are investigated. Th e sample of this study consists of 435 university students including 273 female students and 162 male students who were randomly selected from the population of Selçuk University students. The age range of the students varies in between 17-21 years old and the mean age is 20.19 years old. A personal information form, the Emotional Intelligence Scale, the Academic Procrastination Scale and the Locus of Control Scale were administered to the sample. Research findings show that the sub-scales of the Emotional Intelligence Scale, adaptability and coping with stress, are highly correlated with the students' academic procrastination tendency scores (p < .05). Secondly, it was found that the two sub-scales of the Emotional Intelligence Scale, adaptability and general mood, could significantly predict the students' locus of control scores (p < .05). Lastly, a negative correlation was found between emotional intelligence skills and both academic procrastination (p < .05) and locus of control (p < .01). Th e results were discussed in the light of the related literature. [ABSTRACT FROM AUTHOR]